In Youth and Post-Conflict Reconstruction: Agents of Change, Stephanie Schwartz goes beyond these highly publicized cases and examines the roles of the broader youth population in post-conflict scenarios, taking on the complex task of distinguishing between the legal and societal labels of "child," "youth," and "adult."

This study investigates the role of youth in peacebuilding, and addresses the failure of states and existing research to recognise youths as political actors, which can result in their contribution to peacebuilding being ignored.

This publication focuses on the role that education can play, both in terms of conflict prevention and in the reconstruction of post-conflict societies, drawing on research in 52 conflict-affected countries and a review of 12 country studies. These case studies include Angola, Burundi, Sierra Leone, Bosnia-Herzegovina, Kosovo, Timor Leste, Cambodia, Lebanon, El Salvador and Nicaragua, and consideration is given to how lessons drawn might be applied to recent conflict situations in Afghanistan and Iraq. Issues discussed include: the relationship between conflict, poverty and education; the challenges of reform and reconstruction; teacher training and teaching resources; governance and financing; the legacy of conflict; and the role of the World Bank in supporting education reconstruction.

The Great Lakes region of Africa is characterized by protest politics, partial democratization, political illegitimacy and unstable economic growth. Many of the countries that are members of the International Conference on the Great Lakes Region (ICGLR) which are: Burundi, Angola, Central African Republic, Democratic Republic of the Congo, Republic of the Congo, Kenya, Uganda, Rwanda, Sudan, South Sudan, Tanzania, and Zambia, have experienced political violence and bloodshed at one time or another. While a few states have been advancing electoral democracy, environmental protection and peaceful state building, the overall intensity of violence in the region has led to civil wars, invasion, genocide, dictatorships, political instability, and underdevelopment. Efforts to establish sustainable peace, meaningful socio-economic development and participatory democracy have not been quite successful. Using various methodologies and paradigms, this book interrogates the complexity of the causes of these conflicts; and examines their impact and implications for socio-economic development of the region. The non-consensual actions related to these conflicts and imperatives of power struggles supported by the agents of savage capitalism have paralysed efforts toward progress. The book therefore recommends new policy frameworks within regionalist lenses and neo-realist politics to bring about sustainable peace in the region.

This book offers a critical review of higher education and post-conflict recovery. It provides the first systematic study with a global scope that investigates the role of higher education systems in conflict-affected contexts. The first part of the book analyses the long-standing neglect of higher education in post-conflict recovery, the impact that conflict can have on the sector, and efforts to rebuild and reform higher education systems affected by violent conflict. The second part of the book considers the positive and negative contributions that higher education can make to a range of areas of recovery including humanitarian action, forced displacement, post-conflict reconstruction, statebuilding, and peacebuilding. With its reasoned defence of the importance of higher education for post-conflict recovery, the book will appeal to researchers, university students, and humanitarian and development policy-makers and practitioners.

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